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This scoping review maps clinical competency acquisition in Ghanaian nurses, indicating strategies and challenges to sustain professional standards.
This scoping review seeks to map the current evidence on how nurses in Ghana acquire and maintain clinical competency, identify the strategies and barriers influencing this process, and explore the role of CPD, in-service training, and regulation in sustaining professional standards. Guided by Benner’s (1984) Novice to Expert Model, Lave and Wenger’s (1991) Situated Learning Theory (28), this review will provide a multidimensional perspective on competency development.
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Donald Babamomba Amenah (2026) studied this question.
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